L2 Vocabulary Learning From Reading: Explicit and Tacit Lexical Knowledge and the Role of Learner and Item Variables

2014 ◽  
Vol 64 (2) ◽  
pp. 365-414 ◽  
Author(s):  
Irina Elgort ◽  
Paul Warren
Keyword(s):  
Vocabulary Learning ◽  
Lexical Knowledge ◽  
L2 Vocabulary

scholarly journals Quizlet as a Tool for Enhancing Autonomous Learning of English Vocabulary

2021 ◽  
Vol 13 (1) ◽  
pp. 150-165
Author(s):  
Thanh Thuy Nguyen ◽  
Dinh Tri Nguyen ◽  
Dang Le Quoc Khanh Nguyen ◽  
Huy Hoang Mai ◽  
Thi Thanh Xuan Le
Keyword(s):  
Educational Technology ◽  
Vocabulary Learning ◽  
Language Education ◽  
Active Role ◽  
Learning Motivation ◽  
Ho Chi Minh City ◽  
Lexical Knowledge ◽  
Self Study ◽  
English Major ◽  
L2 Vocabulary

L2 vocabulary learning seems to be one of the biggest challenges for many language major students as lexical knowledge involves productive understanding of its many components, including the form, meaning, and application of the terms (Nation, 2001). It is, therefore, necessary to find appropriate language education tactics and instruments for the successful and efficient acquisition of this aspect of the L2. Among advancements in the field of educational technology, Quizlet was invented with the hope that learners could effectively acquire L2 vocabulary in the absence of the teacher. In this study, the researchers want to figure out if Quizlet is helpful in assisting students in learning English vocabulary. They would also like to identify the difficulties that learners may encounter when using the application for their self-study. A quantitative survey was conducted on 100 English major freshmen and sophomores at a university in Ho Chi Minh City, Vietnam. Results reveal that Quizlet plays an active role in facilitating self-study of English vocabulary. A remarkable finding is that an application seems to provide an entertaining learning environment, which in turn enhances learning motivation. Besides, a couple of limitations of the app, namely distracting ads and limited mobile learning functionality, have also been identified.

scholarly journals A world of differences: the role of individual differences in L2 vocabulary learning with clickers

2021 ◽  
pp. 261-266
Author(s):  
Anne-Marie Sénécal ◽  
Walcir Cardoso
Keyword(s):  
Individual Differences ◽  
English Learners ◽  
Vocabulary Learning ◽  
Control Group ◽  
Multiple Choice Questions ◽  
And Performance ◽  
L2 Vocabulary ◽  
Enhanced Learning ◽  
Experimental Group

This study examined the acquisition of L2 English vocabulary with clickers, focusing on the role of individual differences. Following a pretest-posttest design, we measured perception and performance among 61 English learners who took part in a vocabulary acquisition treatment, in which they answered Multiple-Choice Questions (MCQs) via clickers (experimental group) or hand-raising (control group). Findings show that students have positive perceptions of clickers across all analytical measures adopted and that clickers promote vocabulary learning. However, the differences in learning gains between the two groups were not significant, indicating individual differences among learners. Four of the learners who exhibited ‘extreme’ (lowest/highest) perception and performance scores were selected for further analyses. The presence of individual differences in clicker-enhanced learning suggests the technology should be carefully implemented to accommodate learners’ individual differences.

scholarly journals The associations between working memory and the effects of multimedia input on L2 vocabulary learning

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Mark Feng Teng ◽  
Danyang Zhang
Keyword(s):  
Working Memory ◽  
Cognitive Abilities ◽  
Repeated Measures ◽  
Short Term Memory ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Analysis Of Covariance ◽  
Span Test ◽  
L2 Vocabulary

Abstract The efficient use of working memory (WM) increases the potential of a learner’s cognitive abilities in learning through multimedia. The present study aims to explore the role of working memory in vocabulary learning through multimedia input. In particular, we explore the possible associations between two components of WM – executive WM and phonological short-term memory (PSTM) – and the effects of three types of input conditions (Definition + Word information + Video, Definition + Word information, and Definition) on second language (L2) vocabulary learning. A total of 95 students completed learning under the three conditions and took two WM tests: a reading span test, which measures complex executive WM, and a non-word span test, which gauges PSTM. We administered a vocabulary knowledge test, which included receptive and productive vocabulary knowledge, immediately and after two weeks. Our findings, based on repeated-measures analysis of covariance (ANCOVA), support the pronounced effects of the Definition + Word information + Video condition in vocabulary learning and retention, as well as the significant role of complex and phonological WM in vocabulary learning and retention under the three conditions. Theoretical and pedagogical implications concerning the role of WM in vocabulary learning through multimedia input are discussed.

Effects of Non-negotiated Pre-modified Input, Negotiation of Input without Output, and Negotiation of Input plus Pushed Output on EFL Learners’ Vocabulary Learning

2016 ◽  
Vol 7 (4) ◽  
pp. 773 ◽  
Author(s):  
Arash Azizi
Keyword(s):  
Adult Students ◽  
Vocabulary Learning ◽  
Production Test ◽  
Female Adult ◽  
Male And Female ◽  
Efl Learners ◽  
The Mean ◽  
L2 Vocabulary ◽  
Positive Effect

This experimental study investigated the comparative effects of non-negotiated pre-modified input, negotiation of input without output, and negotiation of input plus pushed output on EFL learners’ comprehension and production.  Before starting the study, forty-three male and female adult students at intermediate level took the Preliminary English Test (PET) and 30 of the students who scored one standard deviation above and below the mean score in the PET were randomly assigned to three experimental groups. The whole treatment took 10 sessions and, after the treatment, two sets of tests were administered; i.e., one written and the other oral. Analysis of Variance on comprehension test and analysis of nonparametric alternative, i.e., Kruskal-Wallis test, on production test, indicated that (a) negotiation had a positive effect on the comprehension and production of targeted L2 vocabulary items and (b) negotiation of input plus pushed output did not promote production of L2 vocabulary more than negotiation of input without output. The findings of this study provide empirical evidence on the important role of negotiation in facilitating comprehension and production of targeted L2 vocabulary items.

scholarly journals THE ROLE OF INPUT VARIABILITY AND LEARNER AGE IN SECOND LANGUAGE VOCABULARY LEARNING

2019 ◽  
Vol 41 (04) ◽  
pp. 795-820 ◽  
Author(s):  
Ruta Sinkeviciute ◽  
Helen Brown ◽  
Gwen Brekelmans ◽  
Elizabeth Wonnacott
Keyword(s):  
Vocabulary Learning ◽  
Age Groups ◽  
Speaker Variability ◽  
Capacity Limitations ◽  
Learning Contexts ◽  
Age Related ◽  
Single Speaker ◽  
English Speaking ◽  
L2 Vocabulary

AbstractInput variability is key in many aspects of linguistic learning, yet variability increases input complexity, which may cause difficulty in some learning contexts. The current work investigates this trade-off by comparing speaker variability effects on L2 vocabulary learning in different age groups. Existing literature suggests that speaker variability benefits L2 vocabulary learning in adults, but this may not be the case for younger learners. In this study native English-speaking adults, 7- to 8-year-olds, and 10- to 11-year-olds learned six novel Lithuanian words from a single speaker, and six from eight speakers. In line with previous research, adults showed better production of the multispeaker items at test. No such benefit was found for either group of children, either in production or comprehension. Children also had greater difficulties in processing multiple-speaker cues during training. We conclude that age-related capacity limitations may constrain the ability to utilize speaker variability when learning words in a new language.

Learning nouns and verbs in a foreign language: The role of gestures

2018 ◽  
Vol 40 (2) ◽  
pp. 473-507 ◽  
Author(s):  
ANA B. GARCÍA-GÁMEZ ◽  
PEDRO MACIZO
Keyword(s):  
Negative Impact ◽  
Vocabulary Learning ◽  
Word Meaning ◽  
Training Methods ◽  
L2 Learning ◽  
Meaningless Gestures ◽  
L2 Vocabulary ◽  
The Impact ◽  
Positive Effect

ABSTRACTWe evaluated the impact of gestures on second language (L2) vocabulary learning with nouns (Experiment 1) and verbs (Experiment 2). Four training methods were compared: the learning of L2 words with congruent gestures, incongruent gestures, meaningless gestures, and no gestures. Better vocabulary learning was found in both experiments when participants learned L2 words with congruent gestures relative to the no gesture condition. This result indicates that gestures have a positive effect on L2 learning when there is a match between the word meaning and the gesture. However, the recall of words in the incongruent and meaningless gesture conditions was lower than that of the no gesture condition. This suggests that gestures might have a negative impact on L2 learning. The facilitation and interference effects we found with the use of gestures in L2 vocabulary acquisition are discussed.

Effects of interactive alignment on L2 vocabulary learning by Chinese EFL learners

2021 ◽  
pp. 136216882110046
Author(s):  
Xiao Zhou ◽  
Chuming Wang
Keyword(s):  
Vocabulary Acquisition ◽  
Positive Impact ◽  
Vocabulary Learning ◽  
Lexical Knowledge ◽  
Limited Effect ◽  
Efl Learners ◽  
Input Text ◽  
L2 Learners ◽  
New Perspective ◽  
L2 Vocabulary

This article aims to uncover how alignment affects second language (L2) vocabulary acquisition by Chinese-speaking learners of English as they interact with various interaction loads (i.e. input text, peers and video). It also explores how tasks with varying interactional intensity in relation to the interaction loads influence the alignment magnitude and vocabulary learning outcomes. To this end, two studies were conducted. In Study 1, three groups of L2 learners were instructed to learn and use the target words while performing paraphrase, summary or continuation task. The results indicated that task-induced interactional intensity had robust effects on alignment magnitude as well as receptive and productive lexical knowledge. In Study 2, three groups of L2 learners were asked to complete a continuation task while interacting with high-proficiency peers (HL group), low-proficiency peers (LL group) or with both low-proficiency peers & video (LLM group). The results showed that interacting with high-proficiency partners had positive impact on alignment magnitude and lexical knowledge, but video exerted only a limited effect. The findings afforded evidence for the ‘interaction–alignment–learning’ research route and accounted for vocabulary acquisition from a new perspective.

Mobile-assisted vocabulary learning: Investigating receptive and productive vocabulary knowledge of Chinese EFL learners

ReCALL ◽  
2021 ◽  
pp. 1-15
Author(s):  
Yan Li ◽  
Christoph A. Hafner
Keyword(s):  
Undergraduate Students ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Mobile Technologies ◽  
Word Knowledge ◽  
Mobile Platforms ◽  
Efl Learners ◽  
Learning Group ◽  
Chinese University ◽  
L2 Vocabulary

Abstract Considerable research has been conducted on the advancement of mobile technologies to facilitate vocabulary learning and acquisition in a second language (L2). However, whether mobile platforms lead to a comprehensive mastery of both receptive and productive vocabulary knowledge has seldom been addressed in previous literature. This study investigated English vocabulary learning from engagement with mobile-based word cards and paper word cards in the context of the Chinese university classroom. A total of 85 undergraduate students were recruited to take part in the study. The students were divided into two groups, a mobile learning group and a paper-based learning group, and tested on two word knowledge components: receptive knowledge of the form–meaning connection and productive knowledge of collocations. Both the digital and non-digital word cards enhanced L2 vocabulary learning, and the results showed that the mobile application (app) promoted greater gains than physical word cards.

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